Year Two English Planning

The following plan outlines the English that will be taught during each term. The children will read and listen to a range of stories during the year. Week Text & Genre Reading & Spoken Language Grammar & Punctuation Composition

Week

1

Text: The girl

never made

mistakes

Asking and answering questions

Drawing on what they already know or background

information and vocabulary provided for by the teacher;

SP- listen and respond appropriately to adults and their

peers.

SP - articulate and justify answers, arguments and

opinions.

-learning how to use sentences with different forms:

questions and statements. (E.g. What is a museum? A museum

is....)

-learning how to use familiar punctuation correctly (see

Appendix 2), including full stops, capital letters,

exclamation marks, question marks, apostrophes (omission)

& commas (list).

- co-ordination (using or, and, but)

• writing for different purposes

• saying out loud what they are

going to write about

Week

2

Text: The dot Listening to, discussing and expressing views about a

wide range of stories at a level beyond that at which

they can read independently

Becoming increasingly familiar with and retelling a wider

range of stories, fairy stories and traditional tales.

Discuss the sequence of events in a book;

Retell a wider range of stories, fairy stories and traditional

tales;

Participate in discussions about books

SP- listen and respond appropriately to adults and their

peers.

-learning how to use sentences with different forms:

exclamations, statements and commands. (Pick Neil

Armstrong.... I love learning about space!)

- co-ordination (using or, and, but)

• saying out loud what they are going

to write about

• writing down ideas and/or key

words, including new vocabulary

• read aloud what they have written

with appropriate intonation to make

the meaning clear.

Week

3

Text: My amazing

brain

-Listening to, discussing and expressing views about a

wide range of non fiction text at a level beyond that at

which they can read independently.

-Being introduced to non-fiction books that are

structured in different ways.

-Asking and answering questions

-Drawing on what they already know or background

information and vocabulary provided for by the teacher;

SP-ask relevant questions to extend their understanding

and build vocabulary and knowledge.

- Use of capital letters, full stops, question marks and

exclamation marks to demarcate sentences

- expanded noun phrases to describe and specify, e.g.

the cold dusty moon

- sentences with different forms:

E.g. Did you know that Neil was the first man to step foot on

the moon?(Question) He could have died! (Exclamation) Neil

was an astronaut (Statement)

- the present and past tenses correctly and consistently

including the progressive form

- Subordination (using when, if, that, because) and co-

ordination (using or, and, but)

Headings and sub-headings to aid presentation

• Writing about real events

• writing for different purposes (report)

• writing down ideas and/or key words,

including new vocabulary

• encapsulating what they want to say,

sentence by sentence

• verbs in the continuous form

• read aloud what they have written with

appropriate intonation to make the meaning

clear.

Week

4 & 5

Text: Story of

Nian

-Listening to, discussing and expressing views about a wide

range of non fiction text at a level beyond that at which

they can read independently.

-Being introduced to non-fiction books that are

structured in different ways.

-Asking and answering questions

-Drawing on what they already know or background

information and vocabulary provided for by the teacher;

SP-ask relevant questions to extend their understanding

and build vocabulary and knowledge.

- Use of capital letters, full stops, question marks and

exclamation marks to demarcate sentences

-expanded noun phrases to describe and specify, e.g. the

blue butterfly

- the present and past tenses correctly and consistently

including the progressive form

- subordination (using when, if, that, or because) and co-

ordination (using or, and, or but)

-sentences with different forms:

E.g. Did you know that Mary used her own money to travel t

the Crimea? (Question) That is amazing! (Exclamation) Mary

was a nurse. (Statement)

Headings and sub-headings to aid presentation

• Writing about real events

• writing for different purposes (character

profile)

• planning or saying out loud what they are

going to write about

• writing down ideas and/or key words,

including new vocabulary

• encapsulating what they want to say,

sentence by sentence

• re-reading to check that their writing makes

sense and that verbs to indicate time are

used correctly and consistently, including

verbs in the continuous form

• proof-reading to check for errors in

spelling, grammar and punctuation (e.g.

ends of sentences punctuated correctly)

Week

6 & 7

Non-fiction texts

relating to Diwali

and Eid.

Write a report on

Diwali or Eid

-Listening to, discussing and expressing views about a

wide range of non fiction text at a level beyond that at

which they can read independently.

-Being introduced to non-fiction books that are structured

in different ways.

-Asking and answering questions

-Drawing on what they already know or background

information and vocabulary provided for by the teacher;

-Discussing the sequences of events in books;

SP-ask relevant questions to extend their understanding

and build vocabulary and knowledge.

- Use of capital letters, full stops, question marks and

exclamation marks to demarcate sentences;

- sentences with different forms: statement, question,

exclamation, command

- the present and past tenses correctly and consistently

including the progressive form

- Subordination (using when, if, that, because) and co-

ordination (using or, and, but)

-Formation of adjectives using suffixes such as –ful –less

(e.g. joyful, happiness)

- expanded noun phrases to describe and specify, e.g. the

blue butterfly

-Begin to develop adverbial phrases.

Headings and sub-headings to aid presentation

-writing for different purposes (report)

-planning or saying out loud what they are

going to write about

- writing down ideas and/or key words,

including new vocabulary

- writing about real events

- encapsulating what they want to say,

sentence by sentence

• re-reading to check that their writing

makes sense and that verbs to indicate

time are used correctly and consistently,

including verbs in the continuous form

• proof-reading to check for errors in

spelling, grammar and punctuation (e.g. ends

of sentences punctuated correctly)

English Planning Year 2 Autumn 2

Week Text & Genre Reading & Spoken Language Grammar & Punctuation Composition

Week 1 Text: Snow Leopard Report Writing

- Listening to, discussing and

expressing views about a wide

range of non fiction text at a

level beyond that at which they

can read independently.

- Being introduced to non-fiction

books that are structured in

different ways.

- Asking and answering questions

- Drawing on what they already know

or background information and

vocabulary provided for by the

teacher;

- Checking that the text makes

sense to them as they read and

correcting inaccurate reading;

SP- give well-structured

descriptions and explanations.

- Use of capital letters, full stops, question marks

and exclamation marks to demarcate sentences

-expanded noun phrases to describe and specify, e.g.

the blue butterfly

- the present and past tenses correctly and

consistently including the progressive form

- subordination (using when, if, that, or because) and

co-ordination (using or, and, or but)

-Expressing time, place and cause using conjunctions

(e.g. when, before, after, while, so, because), adverbs

(e.g. then, next, soon, therefore) or prepositions (e.g.

before, after, during, in, because of.)

- sentences with different forms: statement, question,

exclamation, command

Headings and sub-headings to aid presentation

• Writing about real events

• Writing for different purposes

(character profile)

• planning or saying out loud what

they are going to write about

• writing down ideas and/or key

words, including new vocabulary • Draft and write in non-narrative

material, using simple

organisational devices [for

example, headings and sub-

headings]

• - encapsulating what they want

to say, sentence by sentence • re-reading to check that their

writing makes sense and that verbs

to indicate time are used correctly

and consistently, including verbs in

the continuous form

• proof-reading to check for errors

in spelling, grammar and

punctuation (e.g. ends of

sentences punctuated correctly)

Week 2 Text: Snow Leopard Report Writing

- Listening to, discussing and

expressing views about a wide

range of non fiction text at a

level beyond that at which they

can read independently.

- Being introduced to non-fiction

books that are structured in

different ways.

- Use of capital letters, full stops, question marks and

exclamation marks to demarcate sentences

-expanded noun phrases to describe and specify, e.g. the

blue butterfly

- the present and past tenses correctly and

consistently including the progressive form (e.g. he

was working)

- subordination (using when, if, that, or because) and

• Writing about real events

• Writing for different purposes

(factsheet)

• planning or saying out loud

what they are going to write

about

• writing down ideas and/or key

words, including new vocabulary

- Asking and answering questions

- Drawing on what they already know

or background information and

vocabulary provided for by the

teacher;

- Checking that the text makes

sense to them as they read and

correcting inaccurate reading;

- Discuss their understanding of

books/material;

SP- give well-structured

descriptions and explanations.

co-ordination (using or, and, or but)

- sentences with different forms: statement,

question, exclamation, command

-Use of the suffixes er in adjectives (e.g. hotter at

night) and ly to turn adjectives int adverbs (The rocket

flew quickly through the space).

Headings and sub-headings to aid presentation

• Draft and write in non-narrative

material, using simple

organisational devices [for

example, headings and sub-

headings]

• re-reading to check that their

writing makes sense and that verbs

to indicate time are used correctly

and consistently, including verbs in

the continuous form

• proof-reading to check for errors in

spelling, grammar and punctuation

(e.g. ends of sentences punctuated

correctly)

• evaluating their writing with the

teacher and other pupils

Week 3 & 4

Text: Balloon for

Grandad

Writing: Story

- Recognising simple recurring

literary language in stories.

- Discussing their favourite words

and phrases.

- Becoming increasingly familiar

with and retelling a wider range

of stories

- Checking that the text makes

sense to them as they read and

correcting inaccurate reading

- Making inferences on the basis of

what is being said and done

SP- use spoken language to develop

understanding through speculating,

hypothesising, imagining and

exploring ideas.

- Use of capital letters, full stops, question marks and

exclamation marks to demarcate sentences

-expanded noun phrases to describe and specify, e.g.

the blue butterfly

- the present and past tenses correctly and

consistently including the progressive form

- subordination (using when, if, that, or because) and

co-ordination (using or, and, or but)

-Use of the suffixes er in adjectives (e.g. the sound

grew louder....) and ly to turn adjectives int adverbs

(The dinosaur roared fiercely).

Adverbial phrases

Story openers

• Writing narratives (fictional)

• Writing for different purposes

• Planning what they are going to

write about;

• Writing down ideas and/or keywords

including new vocabulary

• read aloud what they have written

with appropriate intonation to

make the meaning clear;

• re-reading to check that their

writing makes sense and that verbs

to indicate time are used correctly

and consistently, including verbs in

the continuous form

• proof-reading to check for errors in

spelling, grammar and punctuation

(e.g. ends of sentences punctuated

correctly)

week 5 Variety of Christmas

poetry texts.

Write a poem

- Listen to, discuss and express

views about a wide range of

poetry (including contemporary

and classic) at a level beyond

that at which they can reading

independently;

- To recognise simple recurring

literary language in poetry.

- Continuing to build up a

repertoire of poems learnt by

heart, appreciating these and

reciting some, with appropriate

intonation to make the meaning

clear

SP- speak audibly and fluently with

an increasing command of Standard

English

-expanded noun phrases to describe and specify, (e.g.

the white snowflakes)

-use of suffixes –er, -est (Christmas is getting closer

and days are getting darker and shorter) and –ly to

turn adjectives into adverbs (Children eagerly await

Christmas morning. They wake up and open their

presents happily.)

-Formation of adjectives using suffixes such as –ful, -

less (see spelling appendix),

-Use of capital letters for proper nouns (e.g. Jesus)

(YEAR 1)

Similes

• Writing poetry

• Writing for different purposes

(Christmas Cards)

• Planning/saying out loud what

they are going to write;

• Writing down ideas or

keywords including new

vocabulary;

• read aloud what they have

written with appropriate

intonation to make the meaning

clear.

Week 6 Text: Christmas story - Recognising simple recurring

literary language in stories.

- Discussing their favourite words

and phrases.

- Becoming increasingly familiar

with and retelling a wider range

of stories

- Checking that the text makes

sense to them as they read and

correcting inaccurate reading

- Making inferences on the basis of

what is being said and done

SP- use spoken language to develop

understanding through speculating,

hypothesising, imagining and

exploring ideas.

- Use of capital letters, full stops, question marks and

exclamation marks to demarcate sentences

-expanded noun phrases to describe and specify, e.g.

the blue butterfly

- the present and past tenses correctly and

consistently including the progressive form

- subordination (using when, if, that, or because) and

co-ordination (using or, and, or but)

-Use of the suffixes er in adjectives (e.g. the sound

grew louder....) and ly to turn adjectives int adverbs

(The dinosaur roared fiercely).

Adverbial phrases

Story openers

• Writing narratives (fictional)

• Writing for different purposes

• Planning what they are going to

write about;

• Writing down ideas and/or keywords

including new vocabulary

• read aloud what they have written

with appropriate intonation to

make the meaning clear;

• re-reading to check that their

writing makes sense and that verbs

to indicate time are used correctly

and consistently, including verbs in

the continuous form

• proof-reading to check for errors in

spelling, grammar and punctuation

(e.g. ends of sentences punctuated

correctly)

English Planning Year 2 Spring 1

Week Text & Genre Reading & Spoken Language Grammar & Punctuation Composition

Week 1 Text: Everybody writes week. Text changes dependent on focus

Predict what might happen on the basis of

what has been read so far

-Listening to, discussing and expressing

views....about stories at a level beyond that

at which they can read independently;

-Discuss the sequence of events in books;

-Discussing their favourite words and

phrases;

Participate in discussion about books, and

other works that are read to them and

those that they can read for themselves,

Taking turns and listening to what others

say

SP- maintain attention and participate

actively in collaborative conversations,

staying on topic and initiating and

responding to comments.

- Use of capital letters, full stops, question

marks and exclamation marks to demarcate

sentences

Commas to separate items in a list (e.g.

Rice, curry, poppodoms and naan bread)

-expanded noun phrases to describe and

specify, e.g. the blue butterfly

- the present and past tenses correctly

and consistently including the progressive

form

- subordination (using when, if, that, or

because) and co-ordination (using or, and, or

but)

- sentences with different forms: E.g. Could

you please come to our school? (Question) We

hope you can! (Exclamation) You must come!

(Command)

-Expressing time, place and cause using

conjunctions (e.g. when, before, after,

while, so, because), adverbs (e.g. then,

next, soon, therefore) or prepositions (e.g.

before, after, during, in, because of.)

-Introduction to paragraphs

• Writing for different purposes

• Planning what they are going to write

about. • writing down ideas and/or key words,

including new vocabulary

• proof-reading to check for errors in spelling,

grammar and punctuation (e.g. ends of

sentences punctuated correctly

• re-reading to check that their writing makes

sense and that verbs to indicate time are

used correctly and consistently, including

verbs in the continuous form

• evaluating their writing with the teacher

and other pupils

Week 2 Text: Non Fiction Neil Armstrong the first man on the moon Writing: Report

-Listening to, discussing and expressing

views about a wide range of stories at a

level beyond that at which they can read

independently

-Discuss the sequence of events in

books;

- Use of capital letters, full stops, question

marks and exclamation marks to demarcate

sentences

-expanded noun phrases to describe and

specify, e.g. the blue butterfly

- subordination (using when, if, that, or

• Writing for different purposes (A

report)

• Planning what they are going to write

about; • writing down ideas and/or key words,

including new vocabulary

-Becoming increasingly familiar with and

retelling a wider range of stories, fairy

stories and traditional tales.

-Recognise simple recurring literary

language in stories

-Discuss their favourite words and

phrases;

-Making inferences on the basis of what is

being said and done;

-Drawing inferences such as inferring

characters’ feelings, thoughts and

motives from their actions, and

justifying inferences with evidence.

because) and co-ordination (using or, and,

or but)

- sentences with different forms: statement,

question, exclamation, command

-Formation of adjectives using suffixes such

as –ful, - less (see spelling appendix) (e.g.

playful)

-Use of the suffixes er in adjectives (e.g.

happier) and ly to turn adjectives into

adverbs (happily). -Use of the progressive form of verbs in the

present and past tense to mark actions in

progress (e.g. he was singing, he was dancing)

-Headings and sub-headings to aid

presentation

• Draft and write in non-narrative material,

using simple organisational devices [for

example, headings and sub-headings] and

composing and rehearsing sentences orally

progressively building a varied and rich

vocabulary and an increasing range of

sentence structures

• proof-reading to check for errors in spelling,

grammar and punctuation (e.g. ends of

sentences punctuated correctly

• re-reading to check that their writing makes

sense and that verbs to indicate time are

used correctly and consistently, including

verbs in the continuous form

Week 3 & 4

Text: Tim Peake Writing: A report

- Listening to, discussing and expressing

views....about stories at a level beyond

that at which they can read

independently;

- -Being introduced to non-fiction books

that are structured in different ways;

- Asking and answering questions

- Discussing the sequence of events in

books

- Demonstrate understanding the books

that they can read/listen to by

drawing on what they already

know/background

information/vocabulary provided by

the teacher.

- Predict what might happen on the

basis of what has been read so far

- Make inferences on the basis of what

is being said and done

- retrieve and record information from

non-fiction

- sentences with different forms: statement,

question, exclamation, command

- the present and past tenses correctly and

consistently including the progressive form

- Subordination (using when, if, that, because)

and co-ordination (using or, and, but)

- expanded noun phrases to describe and

specify, e.g. the blue butterfly

- Use of capital letters, full stops, question

marks and exclamation marks to demarcate

sentences;

-Commas in a list

-Apostophes (Omission) e.g. there aren’t as

many as there used to be.

-Begin to develop adverbial phrases. Headings and sub-headings to aid presentation.

-Specific nouns (poodle instead of dog)

-Expressing time, place and cause using

conjunctions (e.g. when, before, after,

while, so, because), adverbs (e.g. then,

next, soon, therefore) or prepositions (e.g.

before, after, during, in, because of.)

• Writing for different purposes (A

report)

• Planning what they are going to write

about; • writing down ideas and/or key words,

including new vocabulary

• Draft and write in non-narrative material,

using simple organisational devices [for

example, headings and sub-headings] and

composing and rehearsing sentences orally

progressively building a varied and rich

vocabulary and an increasing range of

sentence structures

• proof-reading to check for errors in spelling,

grammar and punctuation (e.g. ends of

sentences punctuated correctly

• re-reading to check that their writing makes

sense and that verbs to indicate time are

used correctly and consistently, including

verbs in the continuous form

SP-ask relevant questions to extend

their understanding and build vocabulary

and knowledge.

Week 5 & 6

Text: The Way Back Home Writing: Story

-Listening to, discussing and expressing

views about a wide range of stories at a

level beyond that at which they can read

independently

-Discuss the sequence of events in

books;

-Becoming increasingly familiar with and

retelling a wider range of stories, fairy

stories and traditional tales.

-Recognise simple recurring literary

language in stories

-Discuss their favourite words and

phrases;

-Making inferences on the basis of what

is being said and done;

-Drawing inferences such as inferring

characters’ feelings, thoughts and motives

from their actions, and justifying

inferences with evidence.

SP- listen and respond appropriately to

adults and their peers.

Appendix 2 - Use of the progressive form of

verbs in the present and past tense to mark

actions in progress (e.g. she is drumming, he

was shouting)

- Use of capital letters, full stops, question

marks and exclamation marks to demarcate

sentences;

-Commas in a list

-Apostrophes to mark where letters are

missing (e.g. He wasn’t being kind)

- expanded noun phrases to describe and

specify, e.g. the blue butterfly

- subordination (using when, if, that, or

because)

-Adverbial phrases/story openers

-Speech marks: Introduction to inverted commas

to punctuate direct speech

-Expressing time, place and cause using

conjunctions (e.g. when, before, after,

while, so, because), adverbs (e.g. then,

next, soon, therefore) or prepositions (e.g.

before, after, during, in, because of.)

• Writing narratives about personal

experiences and those of others (real and

fictional) • Writing for different purposes

• plan their writing by:

- discussing writing similar to that

which they are planning to write in

order to understand and learn from

its structure, vocabulary and grammar

- discussing and recording ideas

• Draft and write by:

-in narratives, creating settings,

characters and plot

• evaluate and edit by:

- assessing the effectiveness of their

own and others’ writing and suggesting

improvements

- proposing changes to grammar and

vocabulary to improve consistency,

including the accurate use of pronouns

in sentences

• proofread for spelling and punctuation

errors

• read their own writing aloud to a group or

the whole class, using appropriate

intonation and controlling the tone and

volume so that the meaning is clear

Week 7 Poetry

Writing: Children

learn and write poetry.

Formation of adjectives using suffixes

such as –ful, - less (see spelling

appendix) (e.g. playful tigers, fearless,

prey lies powerless)

-use of suffixes –er, -est (happiest,

deadliest, nicer) and –ly to turn adjectives

• Writing poetry

• plan their writing by:

-discussing writing similar to that which

they are planning to write in order to

understand and learn from its

structure, vocabulary and grammar

-Listening to, discussing and expressing

views....about a range of poetry at a level beyond

that at which they can read independently;

-recognising simple recurring literary language in

poetry

- discussing their favourite words and

into adverbs (Deadly, silently, happily,

merrily)

Expanded noun phrases to describe and

specify, e.g. the blue butterfly.

-Simile

-discussing and recording ideas

• read aloud what they have written

with appropriate intonation to make

the meaning clear.

phrases

- continuing to build up a repertoire of poems

learnt by heart, appreciating these and

reciting some, with appropriate intonation to

make the meaning clear

Explain and discuss their understanding of

poems.

SP- participate in discussions, performances.

English Planning Year 2 Spring 2

Week Text & Genre Reading & Spoken langauge Grammar & Punctuation Composition

Week 1 & 2

Text: Non-Fiction texts about Mary Seacole, Florence nightingale Writing: Report

- Being introduced to non-fiction

books that are structured in

different ways;

- Discussing how items of

information are related.

- Listen to, discuss and express

views about non-fiction texts at a

level beyond that at which they

can read independently;

- Understand both the books that

they can already read accurately

and fluently and those that they

listen to by:

- Drawing on what they already

know or on background information

and vocabulary provided by the

teacher

- Asking and answering questions

SP-ask relevant questions to extend their

understanding and build vocabulary and

knowledge.

- Use of capital letters, full stops, question

marks and exclamation marks to demarcate

sentences;

- sentences with different forms: statement,

question, exclamation, command

- the present and past tenses used correctly and

consistently including the progressive form

- Subordination (using when, if, that, because)

and co-ordination (using or, and, but)

- expanded noun phrases to describe and specify,

e.g. the blue butterfly Headings and sub-headings to aid presentation;

Adverbial phrases (when, where and how) -Introduction to paragraphs as a way to group

material

-Expressing time, place and cause using

conjunctions, adverbs or prepositions.

-To use commas to mark clauses

• Writing for different purposes

• Planning or saying out loud what

they are going to write about. • writing down ideas and/or key words,

including new vocabulary

• Draft and write in non-narrative

material, using simple organisational

devices [for example, headings and

sub-headings] and composing and

rehearsing sentences orally

progressively building a varied and

rich vocabulary and an increasing

range of sentence structures

• evaluate and edit by: assessing the

effectiveness of their own and

others’ writing and suggesting

improvements and proposing

changes to grammar and vocabulary

to improve consistency, including

the accurate use of pronouns in

sentences

• proofread for spelling and

punctuation errors

• re-reading to check that their

writing makes sense and that verbs

to indicate time are used correctly

and consistently, including verbs in

the continuous form

Week 3 & 4

Text: Non-Fiction texts about Wright Brothers and George Stephenson Writing: Report

- Use of capital letters, full stops, question

marks and exclamation marks to demarcate

sentences;

-Correct choice and consistent use of present

and past tense throughout writing;

- sentences with different forms: statement,

question, exclamation, command (Come and visit

• Writing for different purposes

• Planning what they are going to

write about. • writing down ideas and/or key

words, including new vocabulary

• Draft and write in non-narrative

our restaurant! Ever wanted to know more about

India?)

Apostrophes to mark where letters are missing

in spellings (We can’t wait to show you what we

have learnt! He’ll teach you how to cook up a

feast! There’s food to taste...)

- the present and past tenses correctly and

consistently including the progressive form

- expanded noun phrases to describe and specify,

e.g. the blue butterfly -Headings and sub-headings to aid presentation.

-Expressing time, place and cause using

conjunctions, adverbs or prepositions.

material:

- using simple organisational devices

[for example, headings and sub-

headings]

-composing and rehearsing

sentences orally progressively

building a varied and rich

vocabulary and an increasing range

of sentence structures

- Organising paragraphs around a

theme

• evaluate and edit by: assessing the

effectiveness of their own and

others’ writing and suggesting

improvements and proposing changes

to grammar and vocabulary to

improve consistency, including the

accurate use of pronouns in

sentences

• proofread for spelling and

punctuation errors

• re-reading to check that their

writing makes sense and that verbs

to indicate time are used correctly

and consistently, including verbs in

the continuous form

Week 5 Text: Bridges Writing: Instructions

-Being introduced to non-fiction books that

are structured in different ways;

Sp- ask relevant questions to extend their

understand and build vocabulary and

knowledge;

SP – give well structured descriptions and

explanations;

SP: participate in performances

- Use of capital letters, full stops, question

marks and exclamation marks to demarcate

sentences;

-Correct choice and consistent use of present

and past tense throughout writing;

- sentences with different forms: statement,

question, exclamation, command

- the present and past tenses correctly and

consistently including the progressive form

- Subordination (using when, if, that, because)

and co-ordination (using or, and, but)

-Commas to separate items in a list

• Writing for different purposes

(instructions)

• Encapsulating what they want to

say sentence by sentence

• proof-reading to check for errors in

spelling, grammar

• and punctuation (e.g. ends of

sentences punctuated correctly)

• read aloud what they have written

with appropriate intonation to make

the meaning clear.

• Draft and write in non-narrative

material, using simple

-Apostrophes to mark where letters are missing

in spellings (Don’t.....You mustn’t.....You

shouldn’t.....) -Use of a or an according to whether the next word

begins with a consonant or vowel (e.g. a ball, an exercise

bike)

-Expressing time, place and cause using

conjunctions, adverbs or prepositions. (conjunctions

indicating time)

Headings and sub-headings to aid presentation.

organisational devices [for

example, headings and sub-

headings]

week 6 Text: Easter story Writing: Unseen assessment

-Listening to, discussing and expressing

views about a wide range of stories at a level

beyond that at which they can read

independently

-Discuss the sequence of events in books;

-Becoming increasingly familiar with and

retelling a wider range of stories, fairy

stories and traditional tales.

-Recognise simple recurring literary

language in stories

-Discuss their favourite words and phrases;

-Making inferences on the basis of what

is being said and done;

Participate in discussions about books

taking turns and listening to what others

say

-Drawing inferences such as inferring

characters’ feelings, thoughts and motives

from their actions, and justifying inferences

with evidence.

SP- listen and respond appropriately to

adults and their peers.

Appendix 2 - Use of the progressive form of

verbs in the present and past tense to mark

actions in progress (e.g. she is drumming, he

was shouting)

- Use of capital letters, full stops, question

marks and exclamation marks to demarcate

sentences;

-Commas in a list

-Apostrophes to mark where letters are missing;

- expanded noun phrases to describe and

specify, e.g. the blue butterfly

- subordination (using when, if, that, or because)

Conjunctions – to indicate time (first, after that,

next, then,

-Speech marks: Introduction to inverted commas to

punctuate direct speech

• Writing for different purposes

• plan their writing by:

- discussing writing similar to

that which they are planning to

write in order to understand and

learn from its structure,

vocabulary and grammar

- discussing and recording ideas

• evaluate and edit by:

- assessing the effectiveness of

their own and others’ writing

and suggesting improvements

- proposing changes to grammar

and vocabulary to improve

consistency, including the

accurate use of pronouns in

sentences

• proofread for spelling and

punctuation errors • read their own writing aloud to a

group or the whole class, using

appropriate intonation and

controlling the tone and volume so

that the meaning is clear

English Planning Year 2 Summer 1

Week Text & Genre Reading and Spoken Language Grammar & Punctuation Composition

Week 1 & 2

Text: Keeping healthy Various video clips and non-fiction texts Writing: Explanation text

-Being introduced to non-fiction books that

are structured in different ways;

-Participate in discussions about books

taking turns and listening to what others

say;

-Explain and discuss their understanding

of books and other materials

-retrieve and record information from

non-fiction

Sp- ask relevant questions to extend their understand and build vocabulary and knowledge;

- Use of capital letters, full stops, question

marks and exclamation marks to demarcate

sentences;

-Correct choice and consistent use of present

and past tense throughout writing;

- sentences with different forms:

statement, question, exclamation, command

- the present and past tenses correctly and

consistently including the progressive form

- Subordination (using when, if, that, because)

and co-ordination (using or, and, but) (If you

don’t,......)

- expanded noun phrases to describe and

specify, e.g. the blue butterfly

-Use of the suffixes er and est in adjectives

(healthier, fitter, stronger, fittest etc) -Headings and sub-headings to aid presentation.

-Introduction to paragraphs as a way to group

material

-Expressing time, place and cause using conjunctions,

adverbs or prepositions.

-Use of a or an according to whether the next

word begins with a consonant or vowel (e.g. a ball,

an exercise bike)

-To use commas in clauses

• writing for different purposes

- plan their writing by: discussing

writing similar to that which

they are planning to write in

order to understand and learn

from its structure, vocabulary

and grammar

- discussing and recording ideas

• draft and write by:

- composing and rehearsing

sentences orally progressively

building a varied and rich

vocabulary and an increasing range

of sentence structures English

appendix 2

- organising paragraphs around a

theme

- in non-narrative material, using

simple organisational devices [for

example, headings and sub-

headings]

• evaluate and edit by:

- assessing the effectiveness of

their own and others’ writing

and suggesting improvements

- proposing changes to grammar

and vocabulary to improve

consistency, including the

accurate use of pronouns in

sentencesproofread for spelling

and punctuation errors

Week 3 Text: Avocado Baby Writing: Story

-Asking and answering questions;

-Discuss their favourite words and

phrases (e.g. technical words);

-Discussing how items of information are

related (e.g. stage 2 leads on from stage

1)

-Being introduced to non-fiction books that

are structured in different ways;

-Listen to, discuss and express views about

non-fiction texts at a level beyond that at

which they can read independently;

-Understand both the books that they can

already read accurately and fluently and

those that they listen to by:

-Drawing on what they already know or on

background information and vocabulary

provided by the teacher;

-retrieve and record information from

non-fiction

Sp- ask relevant questions to extend their

understand and build vocabulary and

knowledge;

- Use of capital letters, full stops, question

marks and exclamation marks to demarcate

sentences;

-Correct choice and consistent use of present

and past tense throughout writing;

- sentences with different forms: statement,

question, exclamation, command

- the present and past tenses correctly and

consistently including the progressive form

- Subordination (using when, if, that,

because) and co-ordination (using or, and,

but)

- expanded noun phrases to describe and

specify, e.g. the blue butterfly Headings and sub-headings to aid presentation.

-Introduction to paragraphs as a way to group

material

-Expressing time, place and cause using conjunctions,

adverbs or prepositions.

-To use commas in clauses

• writing for different purposes

• plan their writing by:

- discussing writing similar to that

which they are planning to write

in order to understand and learn

from its structure, vocabulary

and grammar

- discussing and recording ideas

• draft and write by:

- composing and rehearsing

sentences orally progressively

building a varied and rich

vocabulary and an increasing range

of sentence structures English

appendix 2

- organising paragraphs around a

theme

- in non-narrative material, using

simple organisational devices [for

example, headings and sub-

headings]

• evaluate and edit by:

- assessing the effectiveness of

their own and others’ writing and

suggesting improvements

- proposing changes to grammar and

vocabulary to improve consistency,

including the accurate use of

pronouns in sentences

- proofread for spelling and

punctuation errors

Week 3 Text: Oliver’s Vegetables Writing: Story

-Being introduced to non-fiction books

that are structured in different ways;

-Discussing how items of information are

related.

-Listen to, discuss and express views about

non-fiction texts at a level beyond that at

which they can read independently;

-Understand both the books that they

can already read accurately and fluently

and those that they listen to by:

-Drawing on what they already know or on

background information and vocabulary

provided by the teacher

-Asking and answering questions

-retrieve and record information from non-

fiction

Sp- ask relevant questions to extend their

understand and build vocabulary and

knowledge;

- Use of capital letters, full stops, question

marks and exclamation marks to demarcate

sentences;

-Correct choice and consistent use of present

and past tense throughout writing;

- sentences with different forms:

statement, question, exclamation, command

- the present and past tenses correctly and

consistently including the progressive form

- Subordination (using when, if, that,

because) and co-ordination (using or, and, but)

- expanded noun phrases to describe and

specify, e.g. the blue butterfly

-Use of the suffixes er and est in adjectives

(healthier, fitter, stronger, fittest etc) -Headings and sub-headings to aid presentation.

-Introduction to paragraphs as a way to group

material

-Expressing time, place and cause using conjunctions,

adverbs or prepositions.

• writing for different purposes

• plan their writing by:

- discussing writing similar to that

which they are planning to write

in order to understand and learn

from its structure, vocabulary

and grammar

- discussing and recording ideas

• draft and write by:

- composing and rehearsing

sentences orally progressively

building a varied and rich

vocabulary and an increasing range

of sentence structures English

appendix 2

- organising paragraphs around a

theme

- in non-narrative material, using

simple organisational devices [for

example, headings and sub-

headings]

• evaluate and edit by:

- assessing the effectiveness of

their own and others’ writing and

suggesting improvements

- proposing changes to grammar and

vocabulary to improve consistency,

including the accurate use of

pronouns in sentences;

- proofread for spelling and

punctuation errors

Week 4 & 5

Text: Healthy bodies non fiction texts Writing: Expert groups Report writing

-Being introduced to non-fiction books that

are structured in different ways;

-Discussing how items of information are

related.

-Listen to, discuss and express views about

non-fiction texts at a level beyond that at

which they can read independently;

-Understand both the books that they can

already read accurately and fluently and

those that they listen to by:

-Drawing on what they already know or on

background information and vocabulary

provided by the teacher

-Checking that the text makes sense to

them as they read.

-Explain and discuss their understanding

of book/material both those that they

listen to and those they read for

themselves.

-using dictionaries to check the meaning of

words that they have read

-retrieve and record information from non-

fiction

SP- maintain attention and participate

actively in collaborative conversations,

staying on topic and initiating and

responding to comments;

SP-Consider and evaluate different

viewpoints, attending to and building on

the contributions of others

- Use of capital letters, full stops, question

marks and exclamation marks to demarcate

sentences;

-Correct choice and consistent use of present

and past tense throughout writing;

- sentences with different forms: statement,

question, exclamation, command

- the present and past tenses correctly and

consistently including the progressive form

- Subordination (using when, if, that,

because) and co-ordination (using or, and,

but)

- expanded noun phrases to describe and

specify, e.g. the blue butterfly -Headings and sub-headings to aid presentation.

Apostrophes to mark where letters are missing in

spelling.

-Introduction to paragraphs as a way to group

material

-Expressing time, place and cause using

conjunctions, adverbs or prepositions.

-To use commas in clauses

• writing for different purposes

• plan their writing by:

- discussing writing similar to that

which they are planning to write in

order to understand and learn

from its structure, vocabulary and

grammar

- discussing and recording ideas

• draft and write by:

- composing and rehearsing

sentences orally progressively

building a varied and rich

vocabulary and an increasing range

of sentence structures English

appendix 2

- organising paragraphs around a

theme

- in non-narrative material, using

simple organisational devices [for

example, headings and sub-

headings]

• evaluate and edit by:

- assessing the effectiveness of

their own and others’ writing

and suggesting improvements

- proposing changes to grammar and

vocabulary to improve consistency,

including the accurate use of

pronouns in sentences

- proofread for spelling and

punctuation errors

week 6 Text: Various food poems

-Listening to, discussing and expressing

views....about poetry at a level beyond that

-Formation of adjectives using suffixes such as

–ful, - less (see spelling appendix),

• Writing poetry

• plan their writing by:

Writing: Poetry – Acrostic, rhyming, cinquain

at which they can read independently;

-recognising simple recurring literary

language in poetry

- discussing their favourite words and

phrases

- continuing to build up a repertoire of

poems learnt by heart, appreciating these

and reciting some, with appropriate

intonation to make the meaning clear

-Explain and discuss their understanding

of poems.

-recognising some different forms of poetry

[for example, free verse, narrative poetry]

-To prepare poems to read aloud and to

perform, showing understanding through

intonation, tone, volume and action

SP- participate in discussions and

performances.

SP - Speak audibly and fluently with an

increasing command of standard English.

-use of suffixes –er, -est and –ly to turn

adjectives into adverbs

Expanded noun phrases to describe and specify,

e.g. the blue butterfly.

-Similes

- discussing writing similar to that

which they are planning to write

in order to understand and learn

from its structure, vocabulary

and grammar

- discussing and recording ideas

• draft and write by:

• composing and rehearsing sentences

orally progressively building a varied

and rich vocabulary

• read aloud their own writing, to a

group or the whole class, using

appropriate intonation and controlling

the tone and volume so that the

meaning is clear.

English Planning Year 2 Summer 2

Week Text & Genre Reading & Spoken Language Grammar & Punctuation Composition

Week 1 Text: Non- fiction texts about health and exercise Writing: book expert groups.

-retrieve and record information from

non-fiction

SP- maintain attention and participate

actively in collaborative conversations,

staying on topic and initiating and

responding to comments.

SP:listen and respond appropriately to

their peers

SP: Articulate and justify opinions

- Use of capital letters, full stops, question

marks and exclamation marks to demarcate

sentences;

-Correct choice and consistent use of present

and past tense throughout writing;

- sentences with different forms: statement,

question, exclamation, command

- the present and past tenses correctly and

consistently including the progressive form

- Subordination (using when, if, that, because)

and co-ordination (using or, and, but)

-Use of the suffixes er and est in adjectives

(healthier, fitter, stronger, fittest etc)

- expanded noun phrases to describe and specify,

e.g. the blue butterfly -Headings and sub-headings to aid presentation.

-Introduction to paragraphs as a way to group

material

-Expressing time, place and cause using conjunctions,

adverbs or prepositions. -To use commas in clauses

• writing for different purposes

• plan their writing by:

• discussing writing similar to that which

they are planning to write in order to

understand and learn from its structure,

vocabulary and grammar

• discussing and recording ideas

• draft and write by:

-composing and rehearsing sentences orally

(including dialogue), progressively building a

varied and rich vocabulary and an increasing

range of sentence structures (English

Appendix 2)

-organising paragraphs around a theme

-in non-narrative material, using simple

organisational devices [for example,

headings and sub-headings]

• assessing the effectiveness of their own

and others’ writing and suggesting

improvements

• proof-read for spelling and punctuation

errors

• read aloud their own writing, to a group or

the whole class, using appropriate

intonation and controlling the tone and

volume so that the meaning is clear.

Week 2 Paul Press – filming Explanation text

SP-Participate in presentations and

performances

SP-give well-structured descriptions and

explanations

SP-Gain, maintain and monitor the

interest of the listener(s)

SP-consider and evaluate different

- Use of capital letters, full stops, question

marks and exclamation marks to demarcate

sentences;

-Correct choice and consistent use of present

and past tense throughout writing;

- sentences with different forms: statement,

question, exclamation, command

• writing for different purposes

• plan their writing by:

• discussing writing similar to that which they

are planning to write in order to understand

and learn from its structure, vocabulary and

grammar

• discussing and recording ideas

• draft and write by:

viewpoints, attending to and building on

the contribution of others.

SP: speak audibly and fluently with an

increasing command of Standard English

- the present and past tenses correctly and

consistently including the progressive form

- Subordination (using when, if, that, because)

and co-ordination (using or, and, but)

-Use of the suffixes er and est in adjectives

(healthier, fitter, stronger, fittest etc)

- expanded noun phrases to describe and specify,

e.g. the blue butterfly -Headings and sub-headings to aid presentation.

-Introduction to paragraphs as a way to group material

-Expressing time, place and cause using conjunctions,

adverbs or prepositions. -To use commas in clauses

-composing and rehearsing sentences

orally (including dialogue), progressively

building a varied and rich vocabulary and an

increasing range of sentence structures

(English Appendix 2)

-organising paragraphs around a theme

-in non-narrative material, using simple

organisational devices [for example,

headings and sub-headings]

• assessing the effectiveness of their own

and others’ writing and suggesting

improvements

• proof-read for spelling and punctuation

errors

• read aloud their own writing, to a group or

the whole class, using appropriate

intonation and controlling the tone and

volume so that the meaning is clear.

Week 3 Paul Press – filming Explanation text

SP-Participate in presentations and

performances

SP-give well-structured descriptions and

explanations

SP-Gain, maintain and monitor the

interest of the listener(s)

SP-consider and evaluate different

viewpoints, attending to and building on

the contribution of others.

SP: speak audibly and fluently with an

increasing command of Standard English

- Use of capital letters, full stops, question

marks and exclamation marks to demarcate

sentences;

-Correct choice and consistent use of present

and past tense throughout writing;

- sentences with different forms: statement,

question, exclamation, command

- the present and past tenses correctly and

consistently including the progressive form

- Subordination (using when, if, that, because)

and co-ordination (using or, and, but)

- expanded noun phrases to describe and specify,

e.g. the blue butterfly

Formation of adjectives using suffixes (e.g.

happier, fitter, joyful) -Headings and sub-headings to aid presentation.

-Introduction to paragraphs as a way to group material

-Expressing time, place and cause using conjunctions,

adverbs or prepositions.

-To use commas in clauses

• writing for different purposes

• plan their writing by:

• discussing writing similar to that which they

are planning to write in order to understand

and learn from its structure, vocabulary and

grammar

• discussing and recording ideas

• draft and write by:

-composing and rehearsing sentences

orally (including dialogue), progressively

building a varied and rich vocabulary and an

increasing range of sentence structures

(English Appendix 2)

-organising paragraphs around a theme

-in non-narrative material, using simple

organisational devices [for example,

headings and sub-headings]

• assessing the effectiveness of their own

and others’ writing and suggesting

improvements

• proof-read for spelling and punctuation

errors

• read aloud their own writing, to a group or

the whole class, using appropriate

intonation and controlling the tone and

volume so that the meaning is clear.

Week 4 Text: Bag of worries Writing: Story

-Listening to, discussing and expressing

views about a wide range of stories at a

level beyond that at which they can read

independently

-Discuss the sequence of events in books;

-Becoming increasingly familiar with and

retelling a wider range of stories, fairy

stories and traditional tales.

-Recognise simple recurring literary

language in stories

-Discuss their favourite words and phrases;

-Making inferences on the basis of what

is being said and done;

-Predicting what might happen on the

basis of what has been read so far

-Drawing inferences such as inferring

characters’ feelings, thoughts and motives

from their actions, and justifying inferences

with evidence.

SP-Participate in discussions and debates;

SP-Consider and evaluate different

viewpoints, attending to and building on

the contributions of others

Appendix 2 - Use of the progressive form of

verbs in the present and past tense to mark

actions in progress (e.g. she is drumming, he was

shouting)

- Use of capital letters, full stops, question

marks and exclamation marks to demarcate

sentences;

-Commas in a list (cake, chocolate, sweets and

cola)

-Apostrophes to mark where letters are missing

(He didn’t eat fruit, “I’m not eating it!”)

- expanded noun phrases to describe and

specify, e.g. the blue butterfly

- subordination and/or co-ordination

-Expressing time, place and cause using

conjunctions, adverbs or prepositions;

-Use of suffixes in adjectives (e.g. sadder,

happier, fittest)

-Introduction to paragraphs as a way to group

material.

-Speech marks: Introduction to inverted commas to

punctuate direct speech

-To use commas in clauses

• Writing narratives about personal

experiences and those of others (real and

fictional)

• Writing for different purposes

• Writing down ideas and/or keywords

including new vocabulary

• plan their writing by:

- discussing writing similar to that

which they are planning to write in

order to understand and learn from

its structure, vocabulary and grammar

- discussing and recording ideas

• Draft and write by:

-organising paragraphs around a theme

-in narratives, creating settings,

characters and plot

• evaluate and edit by:

- assessing the effectiveness of their

own and others’ writing and suggesting

improvements

- proposing changes to grammar and

vocabulary to improve consistency,

including the accurate use of pronouns

in sentences

• proofread for spelling and punctuation

errors

• read their own writing aloud to a group or

the whole class, using appropriate intonation

and controlling the tone and volume so that

the meaning is clear

week 5 Text: Bag of worries Writing: Story

-Listening to, discussing and expressing

views about a wide range of stories at a

level beyond that at which they can read

independently

Appendix 2 - Use of the progressive form of

verbs in the present and past tense to mark

actions in progress (e.g. she is drumming, he was

shouting)

• Writing narratives about personal

experiences and those of others (real and

fictional)

• Writing for different purposes

• Writing down ideas and/or keywords

-Discuss the sequence of events in books;

-Becoming increasingly familiar with and

retelling a wider range of stories, fairy

stories and traditional tales.

-Recognise simple recurring literary

language in stories

-Discuss their favourite words and phrases;

-Making inferences on the basis of what

is being said and done;

-Predicting what might happen on the

basis of what has been read so far

-Drawing inferences such as inferring

characters’ feelings, thoughts and motives

from their actions, and justifying inferences

with evidence.

SP-Participate in discussions and debates;

SP-Consider and evaluate different

viewpoints, attending to and building on

the contributions of others

- Use of capital letters, full stops, question

marks and exclamation marks to demarcate

sentences;

-Commas in a list

-Apostrophes to mark where letters are

missing (He didn’t eat fruit, “I’m not eating it!”)

- expanded noun phrases to describe and specify,

e.g. the blue butterfly

- subordination and/or co-ordination

-Commas in a list (cake, chocolate, sweets and

cola)

-Expressing time, place and cause using

conjunctions, adverbs or prepositions;

-Introduction to paragraphs as a way to group

material.

-Speech marks: Introduction to inverted commas to

punctuate direct speech

including new vocabulary

• plan their writing by:

- discussing writing similar to that which

they are planning to write in order to

understand and learn from its

structure, vocabulary and grammar

- discussing and recording ideas

• Draft and write by:

-organising paragraphs around a theme

-in narratives, creating settings, characters

and plot

• evaluate and edit by:

- assessing the effectiveness of their

own and others’ writing and suggesting

improvements

- proposing changes to grammar and

vocabulary to improve consistency,

including the accurate use of pronouns

in sentences

• proofread for spelling and punctuation

errors

• read their own writing aloud to a group or

the whole class, using appropriate intonation

and controlling the tone and volume so that

the meaning is clear

Week 6 Text: Buckets Writing: Story

Use of the progressive form of verbs in the

present and past tense to mark actions in

progress (e.g. she is drumming, he was shouting)

- Use of capital letters, full stops, question

marks and exclamation marks to demarcate

sentences;

- expanded noun phrases to describe and

specify, e.g. the blue butterfly

-Use of the forms a/an according to whether

the next word begins with a consonant or

vowel;

- subordination (using when, if, that, or because)

-Expressing time, place and cause using

draft and write by:

-composing and rehearsing sentences orally

(including dialogue), progressively building a

varied and rich vocabulary and an increasing

range of sentence structures (English

Appendix 2)

• in non-narrative material, using

simple organisational devices [for

example, headings and sub-headings]

• proof-read for spelling and

punctuation errors

conjunctions, adverbs or prepositions;

-Introduction to paragraphs as a way to group

material.